# data[].attributes.body
1. f
2.f
3.f
4. Using peer partnering will lessen the sense of embarrassment. This was the weaker student only had to report to another student, versus the entire class.
5. Take away: Integrate their language was what stuck out most to me. i attended a conference last week, and in one of the classes, the presenter showed some cards that had one skill, but 2 languages. This way, my coteacher and I will be able to kill 2 birds with 1 stone. Flashcards with one side with English and the other side with the exact same information,but in Spanish should help significantly.

# data[].attributes.body
1. False
2. False
3. False
4. Partners can help decrease embarrassment and allows more creativity.
5. I would like to increase the listening activities. I really would like to try Accountable Talk in my classroom. I like the fact that it draws on prior knowledge, involves current events, and requires the use of evidence.

# data[].attributes.body
1. False
2. False
3. False
4. Use a partner trio in which one student assists with language and the other assists with academics.
5. I agree core teachers have very little training in addressing the needs of the ELL students. I will continue to share everything I learn with my colleagues.

# data[].attributes.body
Exit Ticket
1. False
2. False
3. False
4. A partner to assist ELL's in the mainstream classroom can be utilized in several ways.  A stronger, more proficient student in English can work with an ELL student and make less stressful.  A third student who is a strong academic student  can be helpful too.
5. The thing that hit me is that the general classroom teacher receives little to no training to help with ELL students. I am very happy to be taking this course.

# data[].attributes.body
Exit Ticket
1. False
2. False
3. False
4. You can utilize a partner to assist with English language learners to decrease embarrassment. Peer interaction helps with the development of language and the learning of concepts and content.  It is also important to assign English language learners with a partner so that they can benefit from English language role models.  English language learners learn to express themselves with greater confidence when working with a peer.
5. I will implement more group work. I will have less teacher led, whole class instruction, and more small groups, where students can practice language with their peers in a more personal setting.

# data[].attributes.body
1. False
2. False
3. False
4. I have partners to provide that support to my ELLs. They love to discuss how they can solve a problem.
5. You are right it is hard to effectively teach a lesson to ELLs and make sure they are" learning" and not just "sitting".

# data[].attributes.body
1.  There are roughly 1 in 20 Ell's in public school?
True or False
2.  The best way to immerse a ELL into a mainstream classroom is to allow them to work independently, a partner will only confuse them.
True or False
3.  Writing is usually the easiest concepts for ELL's to grasp, understanding the language through listening is the most difficult.
True of False
4.  How can you utilize a partner to assist with ELL's in the mainstream classroom?
5. After reading this padlet, what is one take-away that you will implement into your present/future classroom?

# data[].attributes.body
"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.” ‒ Nelson Mandela

# data[].attributes.body
Science

Social Studies

Math

Physical Education

Electives

ELA/Reading

# data[].attributes.body
Learn their background
as each child needs to feel welcomed and unique, take time to make a connection with your student.

Integrate Their Language

Create flashcards that have words/phrases/sentences with English on one side and the home language on the other.

Let students teach you how to say social greetings in their language.

Have students say what you want them to learn in English, and then you try to say that same thing in their home language.

Utilize Peer Support

Partner weaker ELL's with their peers who are more proficient in English.

This decreases embarrassment because the student can work with a partner at their desk.

Allow the peer a bit of creativity on ways to practice their language.

Pair students in a trio, one student who can offer support to the ELL, and another student who may offer support in the academics.

Use 4 Core Components
There are four key steps to fully acquiring a language.  Listening, speaking, reading, and writing.  It is crucial to keep this in mind when aiding your English Language Learners.

1.  LISTENING is the easiest to do and takes very little effort on the part of the person listening.  It is the most basic of the steps.

2.  SPEAKING is just beyond listening. Instead of just nodding along in agreement, the student has to respond to what the other person is saying.  They have to have a basic understanding of the sounds of words in order to pronounce them correctly.

3.  READING is the beginning of the advanced skills.  With reading, a student has to know spelling, grammar, phonics, pronunciation, and sentence structures.

4.  WRITING is the most difficult and advanced component of learning a language.  There is not as much flexibility with writing – either your students know it or they don’t.  Here all the previous components come into play.

# data[].attributes.body
When English learners are mainstreamed into grade-level classrooms, and an educator, we have to look at ways in which students can be taught basic second language acquisition and the academic content.

Teachers must be given the tools to incorporate effective and essential strategies and techniques into lessons so that English learners are not simply "sitting" alongside native English-speaking peers, but "learning" alongside them as well.

# data[].attributes.body
Nearly one in 10 K-12 students in public schools is an English-language learner.

Many preschool programs are not equipped to adequately serve English-language learners.

Long-term English learners suffer worse outcomes than other English learners. States generally do not monitor how long students spend

in English-learner programs.

In spite of the prevalence of English learners, many general classroom teachers receive little to no training in addressing the needs of ELL's.